Work Schedule For Independent People - Free Essay Example

Sample details Pages: 5 Words: 1377 Downloads: 2 Date added: 2019/04/12 Category History Essay Level High school Tags: Declaration of Independence Essay Did you like this example? The unanimous Declaration of the fifty united States of the American education system When in the Course of American events it becomes necessary for one demographic to dissolve the hourly bands which have connected them with another and to assume among the powers of the government, the separate and equal station to which the Laws of Nature and of Natures God entitle them, a decent respect to the functions of teenagers requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That whenever any Form of system becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new system, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effec t their Safety and Happiness.. Don’t waste time! Our writers will create an original "Work Schedule For Independent People" essay for you Create order Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. † Such has been the patient sufferance of these students; and such is now the necessity which constrains them to alter their former Systems of time management. The history of the present government is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these students. To prove this, let Facts be submitted to a candid world. Those with the ability t o change have refused to address the problems associated with the lack of sleep and lack of respect for natural sleep cycles. Those with the ability to educate other people who also have the authority to address these problems because it is not in their own interest. Those with the ability to stop the oppression of the early hour rise have not chosen to use this ability because they find comfort where those without the power find pain. Those with the ability to change the hours of school have chosen to sit ignorantly among young people who have felt the effects of newer pain in many of the same forms, believing that since they dealt with the same pains, the younger generation must be acting in a childish and spoilt manner. Those with the ability to change the hours of school have forgotten or have never thought that the new ways of educating are more backbreaking and mind-melting with each new addition. Those with the ability to change the hours have mistaken genuine anguish, stress, and educated arguments as teenage argumentative behavior. Those with the ability have ignored their comrades who are more educated with the same subject, even those who spend their whole occupational life studying it, because they are, simply put, indolent and slothf ul. Those with the ability who care, or perhaps pretend to care, about teenage mental and physical health have done either very little or nothing whatsoever to push harder for simple education reforms that would change even local education hours. Those with the ability to change the hours almost always present the same argument: That teenagers spend too much time on social media to get their proper sleep, and that is why their grades are poor; because they chose to use their devices instead of doing their homework, but they forget that homework is an oppression in and of itself. Kindergarteners through College students agree that homework is neither helpful nor healthy nor engaging and overall not wanted by anyone except teachers who would rather show a video explaining what they are supposed to be explaining than give the work and teach it in class. Social media and use of devices is a popular coping mechanism for teenagers because no self-respecting student is able to find time between school, needs, responsibilities, searching for colleges and scholarships, extracurricular activities, sports, homework, and at the high school level work to find the time to actually participate in social events with family and friends and no time can be found to meet new people, and so the device gives the light and time and connections stolen from the day by expectations of the child to talk to people, to see new things, to learn what they truly want to learn and to obsess over pleasantries they may never get to experience in adulthood and there is no chance of experiencing as a teenager, in the place where no time, energy, nor money are at the disposal of the human. In the past, students have rallied and petitioned and practice all forms of protest against the hour to start education except violently. Students write, admittedly, on surveys of mental health that our stress levels are so terrible we rely on stolen or prescribed medications and drugs, insane amounts of over the counter supplements, calming substances in huge quantities, etcetera. Students will announce on a daily basis how depleted and drained they feel. Students will declare suicidal thoughts in a way that it seems normal or at least simply disrespectful. It is, sometimes, exaggerated. But those with the power to change this cannot stand in the way of that change they could bring and claim that those who have taken their own lives because of the stress caused by the deprives of school (Homework, Wrecked sleep schedule, Making up for it by drinking, smoking, drugging, using addictive devices, having to take therapy or get diagnosed with anxiety or a learning disability [That would plausibly be beneficial to the student in a non-classroom based non-standardized education system] in order for anything to get even unnoticeably better) are doing this to themselves. And so, in the face of ignorance and resistance, the teenagers who have not turned to unhealthy coping mechanisms out of the sheer fear of not succeeding in life, are assembled and appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these government-sanctioned schools, solemnly publish and declare, That these united students are, and of Right ought to be Free and Independent People, that they are Absolved from all Allegiance to the, Hours of school starting before eight oclock and that all connection between them and the hours of the adult seven to seven work schedule and lifestyle, is and ought to be totally dissolved; and that as Free and Independent students, they have full Power to sleep until the natural teenage waking hour of eight, enjoy serenity, contract opinions to adults who will actively in their everyday life represent them, establish joy in energized and proper living, and to do all oth er Acts and Things which Independent students may of right do. † And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor. New Hampshire: Josiah Bartlett, William Whipple, Matthew Thornton Massachusetts: John Hancock, Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry, Emmerson Fitts Rhode Island: Stephen Hopkins, William Ellery Connecticut: Roger Sherman, Samuel Huntington, William Williams, Oliver Wolcott New York: William Floyd, Philip Livingston, Francis Lewis, Lewis Morris New Jersey: Richard Stockton, John Witherspoon, Francis Hopkinson, John Hart, Abraham Clark Pennsylvania: Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer, James Smith, George Taylor, James Wilson, George Ross Delaware: Caesar Rodney, George Read, Thomas McKean Maryland: Samuel Chase, William Paca, Thomas Stone, Charles Carroll of Carrollton Virginia: George Wythe, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thomas Nelson, Jr., Francis Lightfoot Lee, Carter Braxton North Carolina: William Hooper, Joseph Hewes, John Penn South Carolina: Edward Rutledge, Thomas Heyward, Jr., Thomas Ly nch, Jr., Arthur Middleton Georgia: Button Gwinnett, Lyman Hall, George Walton.

Richard Wright s The Man Who Was Almost A Man And William...

The Most important relationship throughout a male’s life is that of his father. While there is no doubt the relationship of a mother also plays a critical role, the father takes a special meaning in that of a developing male child. This relationship ultimately influences a boy and every single relationship for the rest of his life. The father figure helps a boy mature into a male of strong moral fiber, creating a respectable citizen with a sense of responsibility. A father plays a delicate role of mentor and authoritarian while balancing emotion. Great father’s can cultivate common ground with their son’s, as they are impressionable at an early age. Father figures play a critical role in the development of the main characters in both Richard Wright s The Man Who Was Almost a Man and William Faulkner s Barn Burning. Moreover, both stories focus on adolescent males who are running from their past in search of a better life. Wright wrote about an African-American bo y who tries to grow up too fast, while Faulkner’s is the story of a white kid growing up with a the moral dilemma of right from wrong. While the Northern victory of the Civil War in 1865 may have given approximately four million African-American’s their freedom, it wasn’t until almost 90 years later they would see any of those rights that were promised under the United States Constitution. The Southern American States were in complete shambles for almost forty years after. Both stories are set in the late

Biases Against Other Cultures Free Essays

Life places us in a complex web of relationships with other people. Like what Marilynn Brewer, at one point in her article, said of this natural phenomenon, our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction, and fairly constantly so. We will write a custom essay sample on Biases Against Other Cultures or any similar topic only for you Order Now Group boundaries are not physical barriers, but rather discontinuities in the flow of social interaction. To one degree or another, a group’s boundaries encapsulate people in a social membrane so that the focus and flow of their actions are internally contained. Some boundaries are based on territorial location, such as neighborhoods, communities, and nation-states. Others rest on social distinctions, such as ethnic group or religious, political, occupational, language, kin, and socio-economic class memberships. When applied to interpersonal and intercultural setting, this social interaction generally generates prejudicial relationships among the several groups. Primarily, I was having a sense that my cultural group is superior to members of the culturally different groups, a feeling that the culturally different groups members are by nature different and alien, a sense that we have a proprietary claim to privilege, power, and prestige, and even a fear and suspicion that members of the culturally different groups have design on our benefits. In this respect, prejudice frequently reflects a sense of group membership or position. Indeed, it is not only the groups to which we immediately belong that have a powerful influence upon us. Often the same holds true for groups to which we do not belong. Indeed, in daily conversation, I recognize the distinction between my cultural group and those of others’ in our use of the personal pronouns we and they. For instance, because my friend and I have been comrades for quite a long time, we tend to mutually agree on many things including our perceptions towards religious matters. This is apart from the fact that we are both Christians. We also believe that Muslims have bias against women. As we reviewed some ins and outs, we reckon how the Qur’an gave women protection than traditional Arab law but did not ever have equality with men. Whereas Muslim men could be family-oriented, it only differs with Christians in that they are such in every family they have among many others. They could be protective of their families as the Qur’an only permits polygamy when the man is responsible enough to fulfill his responsibilities. But my friend and I believe Muslims and Christians, men or women, are educated. A number of Muslim women, particularly in the upper classes, are well educated and become known as artists, writers, and supporters of the arts. Nonetheless, we believe they are still sexists from a spiritual point of view as the Qur’an states that â€Å"men have authority over women because Allah has made the one superior to the other.† This makes their sect patriarchal in nature as much as Christians’ is. Because of these biases, sometimes I tend to prevent outsiders from entering our group’s sphere, and they keep insiders within that sphere so they do not entertain rival possibilities for social interaction. At times we experience feelings of indifference, disgust, competition, and even outright conflict when we think about or have dealings with other cultural groups’ members. Such social differentiation may have these grounds for conflict between us and the other culturally different groups: moral superiority, perceived threat, common goals, common values and social comparison, and power politics. Conflict intensifies ethnocentric sentiments and may lead to inter-group strife. Since we would like to view ourselves as being members in good standing within a certain group, or we aspire to such membership, we take on the group’s norms and values. We cultivate its lifestyles, political attitudes, musical tastes, food preferences, sexual practices, and drug-using behaviors. We establish for ourselves a comparison point against which we judge and evaluate our physical attractiveness, intelligence, health, ranking, and standard of living. This makes my ethnocentric view quite negative rendering people to take on social units with which we compare ourselves to emphasize the differences between ourselves and others. For the most part, the attitudes people evolve toward out-groups tend to reflect their perceptions of the relationships they have with the groups. Where the relations between two groups are viewed as competitive, negative attitudes (like prejudice) will be generated toward the out-group. Still, whereas competition had heightened awareness of group boundaries, the pursuit of common goals led to a lessening of out-group hostilities and the lowering of intergroup barriers to cooperation. Upon making substantial research myself, I learned that to avoid direct conflict between my primary group and the other cultural groups, we are introduced to the concept of â€Å"concentric loyalties.† When our membership group does not match our reference group, we may experience feelings of relative deprivation or discontent associated with the gap between what we have and what we believe we should have. Feelings of relative deprivation often contribute to social alienation and provide fertile conditions for collective behavior and revolutionary social movements. The concentric loyalties then may also contain clues to processes of social change especially a perception change towards inter-group phenomenon. On a personal note, we can only manage the dynamics of the Christian-Muslim differences by employing effective learning strategies to resolve conflict among people whose cultural backgrounds and values differ. In the school setting, for instance, there could be training sessions and group discussions to understand the historical distrust affecting present-day interactions. If my friend and I have good neighbors among Muslims, others may not do as they could be misjudging others’ action based on their learned expectations. Reference Brewer, Marilynn. (1999). â€Å"The Psychology of Prejudice: Ingroup Love or Outgroup Hate?† Journal of Social Issue, Vol. 5, No. 3. How to cite Biases Against Other Cultures, Essay examples

Written and Spoken Discourse free essay sample

I hope you can tell me more interesting things about you in you letter of response. Sincerely Mariana Kisses. The text above shows a very good understanding of the language and good use of English for communicative purposes, which is to say that it is more interaction because the student as she mentioned at the end is waiting for a response but in order to know more about her friend not to make some business like in the Transactional purposes. The grammatical cohesion features I found in this text were theses: *Student use anaphoric and exophoric references. One example of anaphoric in which the students point to something back in the text is: I have fight with my new friend Albaly because she is the one than lost my notebook, but we are gonna be find. In this sentence we can see the use of references in : because SHE , referring to Albaly . We will write a custom essay sample on Written and Spoken Discourse or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page and in We are gonna be find. We refers to Albaly and the writer. And exophoric reference will be: By the way I haven? t fixed the old wardrobe.. We do not know exactly when the wardrobe was broken. Another example is: Also I haven? t saw ours old friend Blanca. We do not know who Blanca is like or who she is. In substituting the student did the following: I have fight with my new friend Albaly because she. She is substituting Albaly. The conjunctions used were: because, also, but, etc. The Genre of this text I will consider it as being a narrative because of the way it is written. About coherence I think that student did a great job and made her text really cohesive. She kept and style and also an appropriate used of verb tenses and also the use of conjunctions to link the sentence. The text has simple and complex sentences. Another important thing is that the text is divided in paragraph which let us noticed a good organization of the text. There are many features of natural speech like: contractions, express of feeling and the writing style she used in more common between friends and that makes it more natural. The student had some little mistakes like: I? ve been going to English classes which are great, have a lot of fun the last part would be, I have had a lot of fun. Instead of what she wrote. Another example could be: . Anyway the first day were really great. There is a problem with tense agreement it should be: Anyway the first day was really great. Even though there are some mistakes like the ones above, you can understand the complete writing with no problems; these mistakes do not affect its understanding. The student can write with more patiently because she has used many structures in a correct way, but maybe for such a hurry she did wrong. Spoken Discourse The weekend Chris: So, what did you do this weekend, Kate? Kate: Oh, Diane and I went for a drive in the country on Saturday. Chris: That sounds nice. Where did you go? Kate: We drove to the lake and had a picnic. We had a great time! How about you? Did you do anything special? Chris: Not really. I just worked on my car all day. Kate: That old thing! Why dont you just buy a new one? Chris: But then what would I do every weekend? The features is see as authentic spoken discourse are those that express some feeling and add some spontaneity to the writing, also because the sentences are shorter and with less grammar complexity. Just like: That sounds nice and we had a great time. The artificial are those which complexity is higher also they are colder in terms of expressing feelings. Just like: We drove to the lake and had a picnic, and I went for a drive in the country on Saturday. The weekend Chris: What about your weekend? Kate: You know last Saturday I went to downtown. Chris: Really, how was it? What did u do? Kate: We went to the lake for a picnic. It was amazing you new. But tell me did you do anything special? Chris: Not really. You know I work with my car. Kate: Again? Shouldnt you get another one? Chris: I guess so, but what would I do on weekends? The text above could be used to help students to express freely. It can also help students to like English because some of them remain learning English because they see no purpose and no usefulness. I would use the activity following the next steps: 1. Talking about different ways of expressing ideas. 2. Introducing the dialogue to the students. 3. We will work on new vocabulary to change some of the words in the dialogue. 4. We will also work with idioms in order to help students to get into the language. 5. We will personalize the activity by writing our own dialogue with new ways of saying things 6. We will come up with some conclusion about the use of idioms, slangs, etc for our speech. By. Alberto Leyva Osuna.

Prison Population free essay sample

Prison Population: Getting in and Staying in Prison is something everyone fears, someplace no one would ever crave to be. When people speak of prison, it is thought of as a ghastly place, a detrimental affluence. With the vast amount of faculties intended for getting populace into prison, one may start to believe that the regime of our country would relatively incarcerate anybody experiencing a lawful crisis, rather than deal with the predicament and allocate them to lead liberated lives.The rising population, of inmates in the United States, is beginning to be an emergent epidemic, and the faculties for getting people into prison are ample. The United States Judicial System should focus further on creating faculties intended for keeping citizens out of prison by creating more sufficient laws, and producing more thoroughly organized correctional faculties. These steps, altogether, will decrease the overall prison population. Before contemporary America, laws created to get someone into prison were abundant. We will write a custom essay sample on Prison Population or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The number of inmates estimated to be incarcerated in February of 2010, compared to the actual number of inmates incarcerated is nearly equivalent. (McNeil, â€Å"Trends in prisons admissions and population†) According to McNeil, a nine month approximation was taken for the number of inmates expected to be incarcerated in 2010. This number was compared to the number of inmates actually incarcerated, and each time the numbers exceeded no difference greater than two hundred and fifty inmates. (McNeil) Annotated Works Cited Butterfield, Fox. Study Finds 2. 6% Increase In U.

USS Ranger CV-4 World War II Aircraft Carrier

USS Ranger CV-4 World War II Aircraft Carrier USS Ranger (CV-4) Overview Nation: United StatesType: Aircraft CarrierShipyard: Newport News Shipbuilding Drydock CompanyLaid Down: September 26, 1931Launched: February 25, 1933Commissioned: June 4, 1934Fate: Scrapped Specifications Displacement: 14,576 tonsLength: 730 ft.Beam: 109 ft., 5 in.Draft: 22 ft., 4.875 in.Propulsion: 6 Ãâ€" boilers, 2 Ãâ€" Westinghouse geared steam turbines, 2 Ãâ€" shaftsSpeed: 29.3 knotsRange: 12,000 nautical miles at 15 knotsComplement: 2,461 men Armament 8 Ãâ€" 5 in./25 cal anti-aircraft guns40 Ãâ€" .50 in. machine guns Aircraft 76-86 aircraft Design Development In the 1920s, the US Navy commenced the construction of its first three aircraft carriers. These efforts, which produced USS Langley (CV-1), USS Lexington (CV-2), and USS Saratoga (CV-3), all involved the conversion of existing hulls into carriers. As work on these ships progressed, the US Navy began designing its first purpose-built carrier. These efforts were constrained by the limits imposed by the Washington Naval Treaty which capped both the size of individual ships and the total tonnage. With the completion of Lexington and Saratoga, the US Navy had 69,000 tons remaining which could be assigned to aircraft carriers.   As such, the US Navy intended for the new design to displace 13,800 tons per ship so that five carriers could be constructed. Despite these intentions, only one ship of the new class would actually be built.    Dubbed USS Ranger (CV-4), the new carriers name hearkened back to the sloop of war commanded by Commodore John Paul Jones during the American Revolution. Laid down at the Newport News Shipbuilding and Drydock Company on September 26, 1931, the carriers initial design called for an unobstructed flight deck with no island and six funnels, three to side, that were hinged to fold horizontally during air operations. Aircraft were housed below on a semi-open hangar deck and brought to the flight deck via three elevators. Though smaller than Lexington and Saratoga, Rangers purpose-built design led to an aircraft capacity that was only marginally less than its predecessors. The carriers reduced size did present certain challenges as its narrow hull required the use of geared turbines for propulsion.   As work on Ranger progressed, alterations to the design occurred including the addition of an island superstructure on the starboard side of the flight deck. The ships defensive armament consisted of eight 5-inch guns and forty .50-inch machine guns. Sliding down the ways on February 25, 1933, Ranger was sponsored by First Lady Lou H. Hoover. Over the next year, work continued and the carrier was completed. Commissioned on June 4, 1934 at the Norfolk Navy Yard with Captain Arthur L. Bristol in command, Ranger commenced shakedown exercises off the Virginia Capes before beginning air operations on June 21. The first landing on the new carrier was conducted by Lieutenant Commander A.C. Davis flying a Vought SBU-1. Further training for Rangers air group was conducted in August. Interwar Years Later in August, Ranger departed on an extended shakedown cruise to South America which included port calls at Rio de Janeiro, Buenos Aires, and Montevideo. Returning to Norfolk, VA, the carrier conducted operations locally before receiving orders for the Pacific in April 1935. Passing through the Panama Canal, Ranger arrived at San Diego, CA on the 15th. Remaining in the Pacific for the next four years, the carrier took part in fleet maneuvers and war games as far west as Hawaii and as far south as Callao, Peru while also experimenting with cold weather operations off Alaska. In January 1939, Ranger departed California and sailed for Guantanamo Bay, Cuba to participate in winter fleet maneuvers. With the completion of these exercises, it steamed to Norfolk where it arrived in late April. Operating along the East Coast through the summer of 1939, Ranger was assigned to the Neutrality Patrol that fall following the outbreak of World War II in Europe. The initial responsibility of this force was to track warlike operations of combatant forces in the Western Hemisphere. Patrolling between Bermuda and Argentia, Newfoundland, Rangers seakeeping ability was found lacking as it proved difficult to conduct operations in heavy weather. This issue had been identified earlier and helped contribute to the design of the later Yorktown-class carriers. Continuing with the Neutrality Patrol through 1940, the carriers air group was one of the first to receive the new Grumman F4F Wildcat fighter that December. In In late 1941, Ranger was returning to Norfolk from a patrol to Port-of-Spain, Trinidad when the Japanese attacked Pearl Harbor on December 7. World War II Begins Departing Norfolk two weeks later, Ranger conducted a patrol of the South Atlantic before entering drydock in March 1942. Undergoing repairs, the carrier also received the new RCA CXAM-1 radar. Deemed too slow to keep up with newer carriers, such as USS Yorktown (CV-5) and USS Enterprise (CV-6), in Pacific, Ranger remained in the Atlantic to support operations against Germany. With the completion of repairs, Ranger sailed on April 22 to deliver a force of sixty-eight P-40 Warhawks to Accra, Gold Coast. Returning to Quonset Point, RI in late May, the carrier conducted a patrol to Argentia before delivering a second cargo of P-40s to Accra in July. Both shipments of P-40s were destined for China where they were to serve with the American Volunteer Group (Flying Tigers). With the completion of this mission, Ranger operated off Norfolk before joining four new Sangamon-class escort carriers (Sangamon, Suwannee, Chenango, and Santee) at Bermuda. Operation Torch Leading this carrier force, Ranger provided air superiority for the Operation Torch landings in Vichy-ruled French Morocco in November 1942. Early on November 8, Ranger began launching aircraft from a position approximately 30 miles northwest of Casablanca. While F4F Wildcats strafed Vichy airfields, SBD Dauntless dive bombers struck at Vichy naval vessels. In three days of operations, Ranger launched 496 sorties which resulted in the destruction of around 85 enemy aircraft (15 in the air, approx. 70 on the ground), the sinking of the battleship Jean Bart, severe damage to the destroyer leader Albatros, and attacks on the cruiser Primaugut. With the fall of Casablanca to American forces on November 11, the carrier departed for Norfolk the next day. Arriving, Ranger underwent an overhaul from December 16, 1942 to February 7, 1943. With the Home Fleet Departing the yard, Ranger carried a load of P-40s to Africa for use by the 58th Fighter Group before spending much of the summer of 1943 conducting pilot training off the New England coast. Crossing the Atlantic in late August, the carrier joined the British Home Fleet at Scapa Flow in the Orkney Islands. Putting out on October 2 as part of Operation Leader, Ranger and a combined Anglo-American force moved towards Norway with the goal of attacking German shipping around Vestfjorden. Avoiding detection, Ranger began launching aircraft on October 4. Striking a short time later, the aircraft sank two merchant vessels in Bodo roadstead and damaged several more. Though located by three German aircraft, the carriers combat air patrol downed two and chased off the third. A second strike succeeded in sinking a freighter and a smaller coastal vessel. Returning to Scapa Flow, Ranger commenced patrols to Iceland with the British Second Battle Squadron. These continued until late November when the carrier detached and sailed for Boston, MA. Later Career Too slow to operate with the fast carrier forces in the Pacific, Ranger was designated as a training carrier and ordered to operate out of Quonset Point on January 3, 1944. These duties were interrupted in April when it transported a cargo of P-38 Lightning to Casablanca. While in Morocco, it embarked several damaged aircraft as well as numerous passengers for transport to New York. After arriving in New York, Ranger steamed to Norfolk for an overhaul. Though Chief of Naval Operations Admiral Ernest King favored a massive overhaul to bring the carrier on par with its contemporaries, he was discouraged in following through by his staff who pointed out that the project would draw resources away from new construction. As a result, the project was limited to strengthening the flight deck, installation of new catapults, and improving the ships radar systems. With the completion of the overhaul, Ranger sailed for San Diego where it embarked Night Fighting Squadron 102 before pressing on to Pearl Harbor. From August to October, it conducted night carrier flight training operations in Hawaiian waters before returning to California to serve as a training carrier. Operating from San Diego, Ranger spent the remainder of the war training naval aviators off the California coast. With the end of the war in September, it transited the Panama Canal and made stops at New Orleans, LA, Pensacola, FL, and Norfolk before reaching the Philadelphia Naval Shipyard on November 19. After a brief overhaul, Ranger resumed operations on the East Coast until being decommissioned on October 18, 1946. The carrier was sold for scrap the following January. Selected Sources DANFS: USS Ranger (CV-4)Air Group 4: USS RangerMilitary Factory: USS Ranger (CV-4)

Sociology class Essay Example | Topics and Well Written Essays - 500 words - 1

Sociology class - Essay Example The factors are associated with the mannerism, behavior, family background, cultural predisposition of the society, family unit, outlook, opinion, mindset, outlook of the individual that broadly depends on the upbringing and the family orientation. These are the basic factors or elements which contribute to the personality of the individual and hence the individual's attitude towards others. A congenial, co-operative, understanding, empathic attitude in the family nurtures and inculcates the positive attitude in the personal disposition of the child and in every family member. This attitude aids in positive gesture, actions and feelings. A positive attitude towards mankind, influencing thoughts and personal attitude brings a soft attitude. In contrast, if the individuals is brought up with frustration and abuse then the personality displays such traits through short tempered nature, aggressive temperament, unhealthy feelings towards others, negative approach for life and also for peo ple. It is essential to study sociology as it relates to people and how they interact with their environment. It is related with the anthropology and psychology. Society has interrelationships and networks.